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For most researchers, the time they spend as a postdoc stands out as one of challenge, but also enormous personal and professional growth. This Words of Advice is intended to guide the choice of postdoctoral position to help make the venture a success and to launch the first chapter of a happy and fulfilling professional life.

Academics in non-tenure-track positions encounter a unique set of challenges on the road toward tenure. Institutionalized policies and lack of mentors are additional burdens for foreign scientists, resulting in representation differences. Becoming a scientist has been a personal and moving journey in which my multiple selves intersect and clash every now and again. My identity as a scientist is a life project and has intersected with my other identities: a young Latina immigrant in Western Europe. This crossroad has molded, and at times, challenged my participation in science.

A growing number of postdoctoral scholars are following diverse career paths that require broad skill sets to ensure success. Yet, most postdoctoral professional learning and development initiatives are intended for academic careers and seldom include professional skills needed to succeed in non-academic settings. Given that fewer than 20% of postdoctoral scholars will obtain tenure-track academic positions, there is a great need for postdoctoral scholars to prepare for a range of future careers. Creating professional learning and development strategies to address these concerns requires an understanding of current approaches, yet there is a distinct lack of literature exploring and synthesizing sources of evidence on the professional learning and development of postdoctoral scholars. The purpose of this scoping review is to examine, synthesize, and map the sources of evidence on professional learning and development pertaining to postdoctoral scholars.
We will perform a scoping review to identify sources of evidence around professional learning and development of postdoctoral scholars. Our search strategy, limited to English language, will include searching relevant disciplinary and interdisciplinary databases with no limitation on date of publication. We will conduct forward and backward citation chasing of included articles. Gray literature will be searched in electronic databases and websites of national postdoctoral associations. Search strategies will be developed using controlled vocabulary and keyword terms related to postdoctoral scholars and professional development. Two reviewers will independently screen titles and abstracts for inclusion, and two reviewers will independently screen full text to determine final inclusion. These data will be summarized quantitatively (using a simple numerical count) and qualitatively using thematic analysis methods. Through this process, we will summarize the current state of evidence around professional development and learning of postdoctoral scholars and identify current gaps in the literature, as well as the research areas requiring systematic reviews and/or primary research.
Despite the growing numbers of postdoctoral scholars, there has been no synthesis of the sources of evidence of postdoctoral scholars\' professional learning and development. In reviewing a wide range of evidence and integrating it into a manageable and meaningful whole, this scoping review will be a critical first step in understanding the professional learning and development of postdoctoral scholars. Our results will help inform future research and the development of a framework for postdoctoral scholar\'s professional learning and development.

BACKGROUND: The Kidney Research Scientist Core Education and National Training (KRESCENT) Program was launched in 2005 to enhance kidney research capacity in Canada and foster knowledge translation across the 4 themes of health research.
OBJECTIVE: To evaluate the impact of KRESCENT on its major objectives and on the careers of trainees after its first 10 years.
METHODS: An online survey of trainees (n = 53) who had completed or were enrolled in KRESCENT was conducted in 2015. Information was also obtained from curriculum vitae (CVs). A bibliometric analysis assessed scientific productivity, collaboration, and impact in comparison with unsuccessful applicants to KRESCENT over the same period. The analysis included a comparison of Canadian with international kidney research metrics from 2000 to 2014.
RESULTS: Thirty-nine KRESCENT trainees completed the survey (74%), and 44 trainees (83%) submitted CVs. KRESCENT trainees had a high success rate at obtaining grant funding from the Canadian Institutes of Health Research (CIHR; 79%), and 76% of Post-Doctoral Fellows received academic appointments at the Assistant Professor level within 8 months of completing training. The majority of trainees reported that KRESCENT had contributed significantly to their success in securing CIHR funding (90%), and to the creation of knowledge (93%) and development of new methodologies (50%). Bibliometric analysis revealed a small but steady decline in total international kidney research output from 2000 to 2014, as a percentage of all health research, although overall impact of kidney research in Canada increased from 2000-2005 to 2009-2014 compared with other countries. KRESCENT trainees demonstrated increased productivity, multiauthored papers, impact, and international collaborations after their training, compared with nonfunded applicants.
CONCLUSIONS: The KRESCENT Program has fostered kidney research career development and contributed to increased capacity, productivity, and collaboration. To further enhance knowledge creation and translation in kidney research in Canada, programs such as KRESCENT should be sustained via long-term funding partnerships.
UNASSIGNED: Le programme KRESCENT (Kidney Research Scientist Core Education and National Training) a été lancé en 2005 pour augmenter la capacité de la recherche sur les maladies du rein à travers le Canada, et pour encourager la transmission des connaissances au sein des quatre axes de recherche en santé.
UNASSIGNED: Cette étude avait pour but d’évaluer les répercussions du programme KRESCENT sur ses principaux objectifs ainsi que des retombées sur la carrière des stagiaires participants, dix ans après sa création.
UNASSIGNED: Un sondage en ligne a été mené en 2015 auprès des stagiaires (n = 53) ayant été admis ou ayant complété le programme KRESCENT. Des renseignements ont également été obtenus par la consultation de curriculum vitae (CV). Une analyse bibliométrique a évalué la productivité scientifique et la collaboration des participants ainsi que les répercussions de leur participation à KRESCENT sur leur carrière. Les données de cette analyse ont été comparées à celles des candidats n’ayant pas été retenus au cours de la même période. L’analyse comprenait également une comparaison des données canadiennes avec celles obtenues en recherche sur les maladies du rein ailleurs dans le monde.
UNASSIGNED: Trente-neuf stagiaires du KRESCENT ont complété le sondage en ligne, soit 74% des personnes contactées, et quarante-quatre ont soumis leur CV. De manière générale, les stagiaires du KRESCENT ont obtenu plus facilement des subventions des Instituts de recherche en santé du Canada (IRSC) avec un taux de succès de 79%. De plus, 76% des détenteurs d’une bourse au niveau postdoctoral ont obtenu des charges professorales à titre de professeur adjoint dans les 8 mois suivant leur formation. La très grande majorité des stagiaires (90%) a indiqué que le KRESCENT avait grandement contribué au fait qu’ils aient obtenu les fonds des IRSC, de même qu’à la création de nouveaux savoirs (93% des répondants) et au développement de nouvelles méthodes (50% des répondants). L’analyse bibliométrique a révélé un léger, quoique régulier, déclin de la quantité de résultats en recherche sur les maladies du rein dans le monde entre 2000 et 2014, lorsque converti en pourcentage des résultats totaux en recherche sur la santé. Et ce, bien que l’incidence générale de la recherche sur les maladies du rein ait augmenté au Canada de 2000 à 2005 ainsi qu’entre 2009 et 2014 en comparaison des autres pays. De manière générale, à la suite de leur formation, les stagiaires du KRESCENT ont démontré une plus grande productivité, ont plus souvent participé à la rédaction de publications collectives ou à des collaborations internationales que les demandeurs n’ayant pas reçu de financement.
CONCLUSIONS: Le programme KRESCENT a favorisé le perfectionnement professionnel en recherche sur les maladies du rein et a contribué à augmenter la capacité de recherche, la productivité et la collaboration des participants. Ainsi, pour poursuivre la création de nouveaux savoirs en recherche sur les maladies du rein et faciliter leur transmission auprès des chercheurs canadiens, nous sommes d’avis que les programmes de formation tels que le KRESCENT devraient continuer d’être financés sur le long terme par l’entremise de partenariats.